Environment Rating Scale Resources

Members of EEC'sProgram QualitySpecialist Unit will be reviewing current QRIS policies and procedures for the use and implementation of the Environment Rating Scales (ERS). We will sharechallenges that have been presented as a result ofthe current system, along with proposed policy changes that address these challenges.

The resources listed below will provide you with somecontext on the ERS, along with information regarding how other states are interacting with the Environment Rating Scales (ERS) in connection with QRIS.

- This document is a study of 5 state’s QRIS systems. This is a large document, but if you refer to page 26 of the document, you will find a chart referencing score expectations in connection to QRIS levels and Environment Rating Scales.

- This document contains information regarding the purpose behind utilizing measurement tools, the value of an independent reliable rater observing programs and also the potential costs associated with using a reliable rater.

- This document discusses best practices to be used when conducting independent classroom observations (not program self-assessment). Within this document, you will also see some typical score ranges states have determined to be indicators of quality.

Environmental Rating Scales Institute:

MA QRIS Policy Revisions for the Environment Rating Scales

Policy Statement: Addressing Weather Permitting when using Environment Rating Scales

The term, “Weather Permitting” is used frequently throughout the Environment Rating Scales used to support QRIS applications at level 2 or higher. This policy will address the appropriate interpretation of the term, “Weather Permitting” to remain aligned with EEC licensing regulations.

The definition of Weather Permitting as noted by, Harms, Clifford and Cryer in the Environment Rating Scales reads as follows, “’Weather permitting’ means almost every day, unless there is active precipitation, extremely hot or cold conditions, or public announcements that advise people to remain indoors due to weather conditions such as high levels of pollution and extreme cold or heat that might cause health problems” (7).

EEC licensing regulations follow the recommendations on the chart noted below when determining whether or not it is appropriate for children to participate in outdoor activities:

When administering the Environment Rating Scales in any program type; programs, educators and reliable raters will adhere to the EEC licensing regulations concerning appropriate outdoor climate found here:

A program/educator will not be kept from receiving a score of, “yes” on an indicator noting, “Weather permitting” if they do not participate in outdoor activities as a result of following EEC licensing regulations.

Policy Statement: Addressing the term, Adequate Supervision, in connection with the use of the Environment Rating Scales

The term, Adequate Supervision, is used frequently throughout the Environment Rating Scales, a tool used to support QRIS applications at level 2 or higher. This policy will address the appropriate interpretation of the term, “Adequate supervision” to remain aligned with EEC licensing regulations.

In connection with the Environment Rating Scales, the term, “Adequate supervision” does not address teacher/child ratios.

EEC regulations around teacher/child ratios can be found in section, 7.10, of licensing regulations. Programs and educators must meet these licensing requirements at all times for supervision of children to be considered adequate.

When administering the Environment Rating Scales in any program type; programs, educators and reliable raters will adhere to the EEC licensing regulations concerning teacher/child ratios when determining whether or not supervision is adequate.

If it is observed by the reliable rater that a classroom is out of ratio in accordance with EEC licensing regulations, the classroom would not be able to receive a score of, “yes” on any indicator requiring, “Adequate supervision.”

Policy Statement: Administering the Environment Rating Scales in half day programs serving 2 meals

When applying for Level 3 or higher for the MA QRIS, preschool programs must meet the requirements for specific materials being accessible “substantial portion of the day”, as defined by the ECCERS.

EEC acknowledges the challenges this might present for half day programs that provide both breakfast and lunch, due to the allocation of time that meals can require. EEC also recognizes the importance of providing children with both a healthy breakfast and lunch. To accommodate half day program serving both breakfast and lunch, “hours of operation (program time)” as measured for an ECCERS observation will be counted as beginning at the end of the first meal, as opposed to children’s arrival into the classroom. This action will shorten the “program” day and reduce the time expectation for substantial portion of the day. Therefore, half day programs serving 2 meals will be given credit for substantial portion of the day on the ECERS, if children have free access to specified classroom materials 1/3 of the program time, as measured from the conclusion of breakfast until departure.

Policy Statement: Addressing substantially separate classrooms when applying for QRIS level 2 or higher

When applying for QRIS level 2 or higher, programs are expected to self-administer the appropriate Environment Rating Scale on each classroom in operation. When applying for level 3 or higher a reliable rater will also administer the Environment Rating Scale on all/a sample of the classrooms in operation depending on program size. The Environment Rating Scales are not intended to be used in substantially separate classrooms serving children with severe disabilities. This policy will address the alternative method to assessing these classrooms if a program is applying for QRIS level 2 or higher.

Programs operating substantially separate classrooms along with inclusion/typically developing classrooms will not be expected to administer the Environment Rating Scale in their substantially separate classrooms when applying for Level 2 or higher in QRIS. The reliable rater will not administer the Environment Rating Scale in substantially separate classrooms.

The reliable raters will complete the special needs item on ERS to assess center practices as related to special needs. In addition, programs will need to submit documentation of their IEP process and policies, regarding children with special needs and children placed in substantially separate classrooms. Programs will also need to provide documentation of the qualifications of educators working with substantially separate children, including classroom teachers and therapists employed by the program. This will be reviewed by the QRIS Specialist.

Policy Statement: Walking safely to and making use of offsite playgrounds

For programs utilizing offsite playgrounds for gross motor time, the following procedures must be followed:

  • More than one adult should be present, if group size is larger than 4 children. When possible, more than one adult should be present.
  • Travel should be limited to sidewalks only.
  • A buddy system (children holding hands in line) must be employed.
  • Children should always be positioned between adults (adult at front and end of the line).
  • If a street has cross walks, crossing should only take place at the cross walk (this may require walking additional blocks).
  • If traffic and walk signals are present, they should always be followed, regardless of the volume of traffic.
  • When preparing to cross the street, adults must look left, right and left again to check for oncoming traffic.
  • The street should be crossed as one cohesive group, with no substantial gaps between children.
  • Children should NOT be permitted to touch dangerous debris and/or objects on sidewalk (e.g., glass, petting animals).
  • Teachers should check public playground space for unsafe objects and materials before children are permitted to access the space.
  • Public playgrounds must meet the safety standards as outlined by the ERS. This includes:
  • Well-maintained and safe equipment.
  • An absence of dangerous objects and debris (broken glass, bottles, etc.).
  • Children limited only to the use of age-appropriate equipment (toddlers use toddler equipment, preschool children access preschool sized equipment).
  • Complete fence.
  • Adequate cushioning and fall zones.

If a playground does meet the above safety standards, it will be rated as unsafe.

ERS Policies in development:

  • TB Shot requirement for ASOST
  • Hand Sanitizer practices
  • Reverse scoring on SACERS

ERS Business Practices in development:

  • How long are ERS scores valid?
  • QRIS Rating Appeals process
  • Sample of Preschool classrooms for ERS observation, all Infant/Toddler classrooms

Additional policies/business practices not addressed?